Research Teams Agenda

June 14-June 18, 2015

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Workshop Goals

Research team members will be able to:

Describe the characteristics of the InTeGrate project and the role of their participation in the research project.
Modify course syllabi for introductory geoscience or environmental science courses to include InTeGrate module materials equivalent to three modules or 18 units
Adapt selected units (lessons) and model instructional practices appropriate for their class setting and receive feedback on lesson from peers.
Participate in the design a research protocol to collect, analyze, and publish data to compare and contrast student performance and attitudes relative to standard lessons and to assess beliefs and practices of participating instructors.
Develop a communication plan for research team members to share ideas and resources.

Sunday, June 14

Arrive in Northfield in the afternoon. Shuttle will deliver participants to lodging.

*All workshop activities will take place at the Carleton College Weitz Center for Creativity, The Research Teams will have Weitz 230 and Weitz 233 for the entire meeting. Assessment team will be in Weitz 231 for the entire meeting.

5:00 PM Welcome/Icebreaker/Group Dinner

7.00 PM Research team introductions, workshop overview

Monday, June 15

Courtesy breakfast - Country Inn of Northfield

8.30 AM Welcome & Project goals

Introduction to InTegrate (Elizabeth)
Research team's project goals and timeline (PowerPoint 2007 (.pptx) 928kB Jun15 15) (David)

Payment schedule

Data collection and IRB policies

Overview of standard InTeGrate data collection (Ellen Iverson)

IRB & Assessment Information

Brain-storming of potential group assessment data collection (David)

take into account class personality (non-engaged vs highly animated students)
compare performance in sections across time slots and majors vs. non-majors; can a student use a concept to make an argument and then take two concepts to strengthen the argument; how do you grade this?
find things that students connect to; touch their emotions; connect to local environmental/resource/hazard issues
first day/last day of class field trip to nearby contaminated lake and ask students to make observations and assess severity of problem; training citizen scientists; how to document individual responses? By the end of the semester, the lake is now viewed as part of a system with feedbacks, etc. Have students gained a more robust understanding of the system? Use essay for assessment and rubric grading system.
Need to go through big ideas more than once per semester; need multiple iterations
Address social barriers such as economic background, etc. For example, are they locally bound? How do you make volcanic hazards relevant to students in Georgia?

RTOP Teaching practice observations (PowerPoint 2007 (.pptx) 2.3MB Jun15 15) (Doug)

10:15 AM Break

10:30 AM Experience with InTeGrate lessons

Lessons learned from teaching Unit 6 (PowerPoint 2007 (.pptx) 1.6MB Jun12 15) in Human's Dependence on Earth's Mineral Resources module, Pdf version Gold Mining lesson pdf (Acrobat (PDF) 377kB Jun12 15)
Sample Lesson from Climate of Change module, Unit 2 - Deciphering Short-Term Climate Variability (guided inquiry, Elizabeth)

Using a lesson study methodology: Lesson Feedback (Acrobat (PDF) 97kB Jun12 15)

What worked well?
What did not work well?
What changes will be needed to adjust for class size? Class time? Diverse learners? Other?

12:30 PM Lunch Weitz Center Common Area (1st Floor)

1:30 PM Lesson presentation activity

Strategy
Matrix of instructors and modules matrix for research team members (Microsoft Word 2007 (.docx) 115kB Jun15 15)
Five teams of two assigned to a module for presentation of two module lessons/units. Each person will select one unit for presentation.

Natural Hazards and Risks: Hurricanes

Nelson - Unit 2
Richaud - Unit 3

Human's Dependence on Earth's Mineral Resources

Rivera - Unit 2
Waterworth - Unit 3

A Growing Concern: Sustaining Soil Resources through Local Decision Making

Allmendinger - Unit 2
Rademacher - Unit 3

Living on the edge

Abolins - Unit 1
Berg -Unit 3

Environmental justice/freshwater (in development)

Hansen - Unit 5
Horodysky - Unit 4

Work in teams to make list of needed materials

3:00 PM Break

3:15 PM Work in teams to prepare and practice lessons for tomorrow

5:00 PM Roadcheck

6:30 PM Dinner at the Ole Store (reservations under Elizabeth)

Tuesday, June 16

Courtesy breakfast - Country Inn of Northfield

8:30 AM Address roadcheck concerns/comments from yesterday

9:00 AM Team #1 presents first sample lesson

10:15 AM Break

10:30 AM Teams #2 presents first sample lesson

11.45 AM Team #3 presents first sample lesson

1:00 PM - Box lunches with teams

1:30 PM - Teams #4 presents first sample lesson

2.45 PM Team #5 presents first sample lesson

4:00 PM Break

4:15 PM - Group discussion and general observations

What worked well?
What did not work well?
What changes will be needed to adjust for class size? class time? Diverse learners?

5:00 PM Roadcheck

6:30 PM Dinner on the town (see restaurant selection handout in folder)

Wednesday, June 17

Courtesy breakfast - Country Inn of Northfield

8:30 AM Address roadcheck concerns/comments from yesterday

9:00 AM Team #1 presents second sample lesson

10:15 AM Break

10:30 AM Teams #2 presents second sample lesson

11.45 AM Team #3 presents second sample lesson

1:00 PM - Lunch at Tandem Bagels

1:30 PM - Teams #4 presents second sample lesson

2.45 PM Team #5 presents second sample lesson

4:00 PM Break

4:15 PM - Group discussion and general observations

What worked well?
What did not work well?
What changes will be needed to adjust for class size? class time? Diverse learners?

5:00 PM Roadcheck

6:30 PM Dinner at Chapati (reservations under Elizabeth)

Homework: Guide to Aspiring JGE Authors by Kristen St John

Thursday, June 18

*Check out of hotel if leaving and bring your luggage to the Weitz Center —shuttles to the airport will leave from Weitz Center (see shuttle schedule in folder)

Courtesy breakfast - Country Inn of Northfield

8:30 AM Address roadcheck concerns/comments from yesterday

8:45 AM - Restructuring your syllabus

Which modules and units will you use? How many class periods will this involve?

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Image of potential module units
Provenance: David McConnell, North Carolina State University
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
Small teams work together to develop potential assessments for three modules
Assessment team alignment matrix (Excel 2007 (.xlsx) PRIVATE FILE 17kB Jun18 15)

10:00 AM - Break

10.15 AM Assessment discussion

Minerals: Reworded question (private workspace)

12:00 PM Box lunches with teams

1:00 PM What next?

Timeline and goals for summer (view Project timeline)

mid-June to mid-August 2015

IRB permissions (including classroom observations?) *ASAP
two versions of course syllabi *mid-July uploaded to your reporting page
assignment to help with (a) creating resources and (b) assessing resources created by others in the group Recorded on discussion pages
*mid-July virtual meeting?
course set-up on line (see pre-course data collection)
GLE (paper assessment)
IAI (on-line demographic info)
assessment question database

Fall 2015

follow your insitution's IRB policy
administer GLE, IAI, and other assessments first week or so of class
administer GLE, IAI, and other assessments AND GLE essay questions at end of semester

Building pages in CMS to support project
Communication plan

2:30 PM End of Meeting Evaluation

3:00 PM Workshop adjourned.

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